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G2S Project Code: 2024-OR-94920
State: Oregon
Fiscal Year: 2024
Grantee
State Library of Oregon

Project Director
Director Name: Buzzy Nielsen
Director Phone: 971-375-3486
Director Email: buzzy.nielsen@slo.oregon.gov
General Information
Title: Information Literacy and Education
State Project Code:
Start Date: 07/01/2024
End Date: 09/30/2025
Abstract: The State Library of Oregon uses LSTA funds to collaborate with libraries to advance information literacy and education. This year funds supported the Oregon School Library Information System (OSLIS) and a subgrant to foster information literacy skills and collaborative engagement among public libraries, local schools, and educational organizations. Through these activities, Oregon libraries supported the information literacy and educational needs of students and citizens.
State Goal: Support students, youth, and lifelong learners
Budget Information
LSTA
MATCH-State
MATCH-Other
Total
$109,489.03
$0.00
$0.00
$109,489.03
Intent(s)
Improve users' formal education.
Curriculum support
Literacy
Activities
Activity Details
Title: OSLIS (project and subgrant)
Narrative: OSLIS is a K-12 information literacy portal with research resources, a tool to accurately cite sources (Citation Maker), and access to statewide licensed databases that are also funded by LSTA. It is a project of the Oregon Association of School Libraries in partnership with the State Library of Oregon. This year, the OSLIS committee created worksheets integrating concepts from recent videos, worked with an animation professional to create two new videos about information literacy concepts in the digital age, updated the Citation Maker, held a webinar to explain OSLIS content and answer questions for Oregon K-12 teachers and library staff, and continued to promote awareness and usage of OSLIS.
Intent: Improve users' formal education.

Activity: Content
Mode: Other
Format: Digital
Other: Maintained research portal


Quantity


Partner Information
Organization Type of Partner Organization(s):
Libraries: Yes
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Urban
Suburban
Rural
For what age groups: 6-12 years
13-17 years
For what economic types: Economic Not Applicable
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: No
Is the activity directed at intergenerational groups: No
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: No
Is the activity category not already captured: Yes: K-12 students and educators


Locale
Is the activity state-wide: Yes
Specific Locations: No
Library Types
Public Libraries: 0
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 452
Other: 0
Activity Details
Title: Information Literacy Education Partnerships (subgrant)
Narrative: A public library district continued a project to foster collaboration between the library, local school districts, and other educational organizations to equip students with essential information literacy skills. During this period, library staff made 42 school visits, with a total attendance of 1,882 students, averaging over 200 participants monthly. Each visit included tailored lessons aligned to grade-level standards and topics, covering skills such as evaluating sources, understanding misinformation, and navigating databases and digital platforms. The library also created portable programming resources that can travel to rural areas and include lesson kits, age-appropriate nonfiction collections, and hands-on activities that help students engage with information more critically.
Intent: Improve users' formal education.

Activity: Instruction
Mode: Other
Format: Combined in-person & virtual
Other: Outreach to school districts - 42 visits


Quantity


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Rural
For what age groups: 6-12 years
13-17 years
For what economic types: Economic Not Applicable
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: No
Is the activity directed at intergenerational groups: No
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: No
Is the activity category not already captured: Yes: K-12 educators


Locale
Is the activity state-wide: No
Specific Locations: Yes
Name: JEFFERSON COUNTY LIBRARY DISTRICT
Address: 241 SE 7TH ST
City: MADRAS
State: OR
Zip: 97741
Name: Jefferson County School District
Address: 445 SE Buff St
City: Madras
State: OR
Zip: 97741
Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
OSLIS: As a result of this years’ activities, the OSLIS site is updated and stable, and content reflects current trends and is relevant and useful for the Oregon school library community and other users. As a library coordinator at a middle school in southern Oregon expressed, “OSLIS is amazing! I am currently doing my lessons on research and it's such an incredible tool.” OSLIS sessions decreased by about 10% from the previous year. All other OSLIS data points were down somewhat. No reason for the decrease is readily apparent, though it could be in part due to a current lack of emphasis in Oregon schools on student research projects. Forty-six Oregon school library staff registered for the OSLIS webinar. 100% of survey respondents indicated they agreed or strongly agreed that the resources provided by the State Library helped them learn something, 100% that they feel confident in applying it to their work, 100% that they are likely to apply what they learned, and 100% that applying it will improve library services to the public. Information Literacy Education Partnerships (subgrant): Through this project, the library district significantly expanded its outreach to youth across the region and built strong partnerships with the schools. By spring 2025, every participating school asked them to return for the 2025–2026 school year. The program was especially effective due to its flexibility. In some schools, library staff co-taught with classroom teachers; in others, they led independent sessions. This responsiveness helped build trust and buy-in across multiple school districts. The library is now in active discussions with one very remote school district to create a shared-service model that could bring more robust, ongoing library services to the community.
Please briefly describe the importance of these outcomes and findings for future program planning:
These projects highlight the essential role that public library partnerships with schools play in promoting critical thinking, equitable access to information, and a love of lifelong learning. Because of OSLIS, school librarians, library support staff, and other educators across Oregon and beyond continue to have ready-to-use resources to extend and deepen student understanding of the research process. This is especially needed as the number of licensed librarians in Oregon remains alarmingly low (178 FTE; 1,272 public schools) and many teachers and students do not have access to licensed school librarians. Because of the Information Literacy Education Partnership, students in a rural county have access to consistent, high-quality information literacy instruction, granting them skills that are critical for both academic success and future citizenship.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
These projects take time, and many library and school staff are overwhelmed with other work tasks. Scheduled, online meetings for project teams can help keep things on track. Consistent communication and flexibility are also key; it pays to adapt to changes in partner schedules and needs. Project staff also found that they had to scale back goals to accomplish their work.
Do you anticipate continuing this project after the current reporting period ends:
Yes
Do you anticipate any change in level of effort in managing this project:
No
Explain:

Do you anticipate changing the types of activities and objectives addressed by the project:
Yes
Explain:
Objective will stay the same, but specific activities vary year to year (especially subgrants).
Was an evaluation conducted for this project:
No
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome:
Exemplary: No
Exemplary Narrative
Project Tags: information literacy, education